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Enabling students to feel a sense of belonging and connection through an inclusive curriculum

Written by: Sophie Smith-Tong
10 min read
Sophie Smith-Tong, Teacher and Founder, Mindfulness for Learning, UK  At the heart of creating an innovative and effective curriculum is enabling students to feel a sense of belonging and connection. American Psychologist Louis Cozolino states that ‘Children learn best when they feel protected and connected’ (2013, p. 241), so how can educators ensure that children feel valued by and are part of their school curriculum and learning?  The bid for a broad and balanced curriculum is ongoing and, at times, controversial. The 1960s saw the introduction of the comprehensive school and the 1980s saw the National Curriculum, designed to ensure that students learned the same subjects. In 1988, Section 28 of the Local Government Act 1988 prohibited educators from ‘promoting homosexuality’, sparking intense debate and hostility. Stonewall (nd) states that Section 28 ‘deprived generations of LGBTQ+ pupils the chance of seeing people like them in the books, plays, leaflets or films

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